Logue Nancy C
J Nurs Educ. 2017 Mar 1;56(3):131-138. doi: 10.3928/01484834-20170222-03.
Practice-based learning is an essential aspect of nursing education, and evaluating this form of learning is vital in determining whether students have the competence required to enter nursing practice. However, limited knowledge exists about the influences that shape how competence development is recognized in nursing programs. The purpose of this study was to explore the evaluation of practice-based learning from the students' standpoint.
A qualitative design based on institutional ethnography was used to investigate evaluation of practice-based learning with students, preceptors, and faculty in a preceptorship practicum.
The findings revealed how work associated with evaluation was organized by coexisting and often disparate influences within a nursing program and the workplaces where learning took place.
The implications and recommendations of the inquiry are intended to encourage dialogue and action among stakeholders from education and practice to improve evaluation practices in preparing new members of the nursing profession. [J Nurs Educ. 2017;56(3):131-138.].
基于实践的学习是护理教育的一个重要方面，评估这种学习形式对于确定学生是否具备进入护理实践所需的能力至关重要。然而，对于影响护理项目中能力发展认定方式的因素，人们了解有限。本研究的目的是从学生的角度探讨对基于实践的学习的评估。
采用基于机构人种学的定性设计，调查在带教实习中，学生、带教老师和教员对基于实践的学习的评估。
研究结果揭示了与评估相关的工作是如何在护理项目以及学习发生的工作场所中，由共存且往往不同的影响因素组织起来的。
该调查的意义和建议旨在鼓励教育界和实践界的利益相关者之间进行对话并采取行动，以改进培养新护士的评估实践。[《护理教育杂志》。2017年；56(3):131 - 138。]
